Lynn Galeazza Counselling and Consulting

11/16/2025

As individuals, we will struggle to drive system change; as a collective, the system will struggle to stop us! LG

In November, we examined discipline, suspensions, expulsions, and exclusions in Module 3.

Quick Fact bite: Under the Code, education providers have a duty to assess each student with a disability individually before imposing disciplinary sanctions.

https://lynngaleazza.com/blog/exploiting-the-exclusion-provision/

11/14/2025

https://lynngaleazza.com/blog/mom-is-very-involved-are-child-and-adolescent-students-more-uncivil-2/

The education system fails to acknowledge the environment they have allowed to develop.

10/16/2025

10/08/2025

In October, we delved into Module 2, which focused on enhancing our understanding of executive function (EF) and the disabilities that arise from EF impairments. Understanding these issues is crucial, as they are legally recognized disabilities that deserve proper support and accommodations in our education system. Together, we can foster an inclusive learning environment!

10/01/2025

The researchers repeatedly link classroom incivility to a higher risk of antisocial behavior, and I have shared extensive evidence that supports the notion that we have a problem with teacher incivility in the classroom.

Does this research mean that teachers who exhibit uncivil behavior in the school are antisocial?

What the education system doesn't want you to find out about classroom incivility.

09/25/2025

My upcoming blog will focus on including the voices that have been overlooked in this study.

Spadafora, N., Al-Jbouri, E., & Volk, A. A. (2024). Are child and adolescent students more uncivil after
COVID-19?. School Psychology. Advance online publication. https://dx.doi.org/10.1037/spq0000672

09/15/2025

I am excited to announce that tonight marks the first meeting of the 2025-2026 Parent Advocacy Group!

I am grateful to support and provide knowledge to parents as they navigate the Ontario Special Education system, advocate for improved academic outcomes, and work to protect their children.

09/09/2025

I just purchased my tickets for the Peterborough Show at Market Hall. This will be my third consecutive year attending, and I can confidently say it will be a fantastic event with proceeds supporting cancer care.

CANCER TAKEDOWN 2025🥊💥

Cancer Takedown is an evening of song, story and solidarity.
Music by Melissa Payne, Kate Suhr, The Weber Brothers, Nicholas Campbell, Anthony Bastianon & more, hosted by Megan Murphy & Denise Oucharek.
More than a fundraiser, it’s a spirit-raiser.💜
Cancer Takedown unites us in the fight, raising funds for Cancer Care at PRHC.

For people who have been through cancer, to those in the middle of their fight. For the families, friends and caregivers who rally around them. This is camaraderie. This is community. This is Cancer Takedown.

📅 November 4 @ 7:00PM
🎟 Tickets on sale: https://ci.ovationtix.com/36707/production/1251128

09/08/2025

It may seem counterintuitive, but I encourage most parents and students to remove "self-advocacy" from their IEPs.

Here are my top 5 reasons why:

1. Advocacy is a skill that must be learned through practice, modeling, knowledge, and encouragement. If there is no plan to teach and develop this skill, it should not be included in the IEP.

2. Advocacy requires safety and acceptance. When these conditions are not present, successful advocacy requires professional-level skills and knowledge that most students lack.

3. Advocacy requires knowledge. The person who is advocating for themselves ideally knows why they need help and what help is available to them. From an ADHD perspective, the student would be able to recognize the challenge they are currently facing, know what they need to do to address it, and have the necessary resources or support available to them.

4. Advocacy is often cited as the reason an accommodation was denied or not provided. I have heard countless times that a student did not receive their required accommodation because they did not request it. Self-advocacy on IEPs can serve as an excuse to evade responsibility.

5. Advocacy can be quite challenging, particularly when there is a power imbalance, a lack of self-confidence, and a strong desire to conform or be accepted. If you don’t believe me, consider a moment when you needed something from your boss, your doctor, or another authority figure.

Our education system currently struggles to help students with ADHD learn to self-advocate effectively.

When students' needs are documented in an IEP without a clear implementation plan and measurable outcomes, they miss out on essential support, and educators mistakenly believe that addressing those needs is not their responsibility.

09/05/2025

Hope to see you there!

https://www.instagram.com/reel/DOOMHsQDUuD/?utm_source=ig_web_copy_link

09/03/2025

Minister of Education, Paul Calandra, stated, "From their first day of kindergarten to the moment they graduate high school, students spend more than a decade of their lives in our classrooms. That’s thousands of hours of learning, growing, and preparing for what comes next," in a recent social media post.

And I agree with him. Unfortunately, for many of our ADHD children, it also means thousands of hours in a poisoned environment that is stigmatizing, discriminatory, and traumatizing.

What comes next for those with ADHD is: academic underachievement, a shortened lifespan, worsening mental health, low income, increased risk of addictions, and incarceration.

Change what comes next for ADHD students!

What the education system does not want you to find out about their role in undermining the value of ADHD students.

08/22/2025

Due to popular demand, the September Resiliency Workshop is back. Be sure to check it out!